GUIDANCE CURRICULUM

GUIDANCE :: MIDDLE SCHOOL ACADEMIC DEVELOPMENT

MIDDLE SCHOOL ACADEMIC DEVELOPMENT

Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

Competency Areas

• Improve Academic Self-Concept
• Acquire Skills for Improving Learning
• Achieve School Success

Complete school with the academic preparation essential to choose from a wide variety of substantial post-secondary options.

Competency Areas

• Improve Learning
• Plan to Achieve Goals

Understand the relationship of academics to the world of work, and to life at home and in the community.

Competency Areas

• Relate School to Life Experiences

Key Connections:

NCESAC: The North Carolina Education Standards and Accountability Commission was created by the General Assembly in July 1993 to ensure that "all graduates of North Carolina public schools will have mastered the skills to become productive members of the work force and succeed in life." The following six competency areas are those in
which graduates must demonstrate proficiency:

Communication
Using numbers and data
Problem solving
Processing information
Teamwork
Using technology

SCANS: Is an acronym that stands for the Secretary's Commission on Achieving Necessary Skills. SCANS is the study of the skills now needed in the American workplace. The SCANS competencies span the chasm between the worlds of the school and the workplace. There are 27 SCANS skills divided into two categories:

Foundation skills – Basic Competencies; Thinking Skills; Personal Qualities
Functional skills – Resources, Interpersonal, Information, Systems, Technology

BENCHMARKS

Competency Area: ____Academic ____Career ____Personal/Social

Establish a benchmark for a specific student objective. In collaboration with your planning team design benchmarks that support your school
improvement/safe schools plan.

Competency:

Student Objective:	Benchmark: End of Grade 6	Benchmark: End of Grade 7	Benchmark: End of Grade 8

LESSONS

CURRICULUM: SCHOOL COUNSELING
AREA: ACADEMIC DEVELOPMENT

COMPETENCY 001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.01 Demonstrate competence and confidence as a learner.

6

Students can identify strengths.

• Talk about things people are good at doing. Have several students share something about their strengths as they see them.
• Discuss that each person has different strengths; some may be academic, some physical, some social, but everyone can do some things well.
• Provide students with paper and have them list their strengths. They may list as many as they wish, but at least three.
• Collect the papers and put them in folders for one grading period.
• Review the papers at the end of each grading period and have the students add at least one thing to their strengths list each time.
• Make note of changes in students' attitudes toward their personal strengths. Commend them for the competence and confidence demonstrated.

Counsel students who have difficulty identifying strengths.

Help your child identify positive attributes.

Students can name at least three positive attributes about themselves and another classmates.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.02 Establish positive interest in learning.

6

Students identify five self-characteristics which make them a "star".

Polaroid picture of each student, large construction paper, markers, crayons, paste, glue.

• Take a Polaroid snapshot of each student prior to the activity.
• Students cut a large five pointed star out of construction paper. (Have a pattern available for those who need one.)
• Students paste his/her photo in the center of the star and write a positive characteristic in each of the five points of the star.
  (OPTION: Have students contribute positive statements to each other's stars).
• Provide time for the students to share their stars.
• Display stars on a bulletin board with a catchy title such as "The Stars in the Sixth Grade Galaxy".

COMMUNITY: Partnerships with community civic groups, Junior Achievement, scouts, boys and girls clubs all promote self-esteem programs.

Students can name at least three positive attributes about themselves and another classmate.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.03 Establish positive interest in learning.

8

Students, in preparation for high school registration, will use an experiential learning activity Ready for High School Bingo.

buttons for bingo, copy of Ready for High School Bingo sheets. Prizes.

Co-lead the activity. Reinforce the information with students.

• The teacher or counselor can use this activity with answers to a variety of lessons in which you want students to remember information. This is a fun way for students to be competitive and learn important information.
• For Ready for High School Bingo, play the game after students have been given important information about high school course planning.
• Make up your own "answers" and accompanying "questions"; or use the attached example.
• Play the game. Award prize to winner.
• Review the answers with students.

Communicate with parents with "Planning for High School Success" seminars. Promote NC Mentor/Pathways Hotline and Internet access.

• Students can demonstrate knowledge of high school course planning.
• Students are involved in the learning activity.

READY FOR HIGH SCHOOL BINGO

Registration	EOC tests	GPA	4 units	College Tech Prep
Foreign Language	Parent signature	Elective	Weighted credit	Career Pathways
Career Development Coordinator	Computer Skills	FREE	Health/PE	Pre-requisite
Assistant Principal	Counselor	Athletic participation	Class Rank	Job-shadowing
Science	Algebra I	Extra-curricular	Sophomore Status	AP

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.04 Understand mistakes are essential to the learning process.

6

Students will participate in a circle activity to observe how easily mistakes are made.

TEACHER: When presenting information about historical people, (scientists, politicians, athletes), point out to students that success is very often preceded by many mistakes. Give examples.

• Provide each student with a copy of "Where is the Library" or "The Accident".
• Ask six students to leave the room and have the other students read the short scenario.
• Ask one student at a time to come back into the room.
• Have one student tell the scenario (from memory) to the student who was out of the room.
• Have that student tell the scenario (from memory) to the next one who enters the room, and so on, until all six students have
  been told the story.
• Have class write down "mistakes" in the scenario that they observed.
• Discuss with the class the impact of such mistakes. Can mistakes be corrected?
• Can we learn from our mistakes?

Help your child understand that mistakes are a normal part of the learning process. Encourage your child in the learning process.

• Students can assess the quality of their work
• Students understand that mistakes are a normal part of learning.

WHERE IS THE LIBRARY?

You go to the end of the hallway and make a right turn. This hall will lead to the new wing. Take a left on the new wing and the library will be the first double doors on the left.

THE ACCIDENT

After stopping, the white car slowly made a right turn on red onto the main highway. A black car traveling at a high rate of speed on the main highway, put on brakes but was unable to avoid hitting the white car in the rear. There were no serious injuries.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.05 Distinguish among attitudes, beliefs, and behaviors that lead to successful learning.

7

Students practice identifying positive and negative behaviors that affect learning attitudes.

1. Provide each student with a copy of "Does This Behavior Work?" and instruct them to complete the questionnaire.
2. Arrange the class into small groups and ask the students to discuss their answers. Tell them that they may change their original answers.
3. Process the exercise with the entire class by addressing each question. Ask the students to reflect on whether or not they changed their answers after having discussed the questions with other students.

Lead the activity, if applicable, or consult with classroom teacher and/or parents. Continue to use the learning outcomes in later counseling sessions.

Discuss the activity and learning outcomes with the child. Seek further assistance, if applicable, from the school counselor.

Support school and child in completing the activity, if applicable.

Students ability to complete the exercise and transfer the learning outcomes to later exercises.

DOES THIS BEHAVIOR WORK?

Directions: Read the stories below. All of the characters in the stories are engaging in an action that is either an example of a positive (working) behavior or a negative (not working) behavior. First identify the action and then decide if the action is an example of a working behavior or is an example of a not working behavior.

1.Tyrell was in a hurry to get home from school. In his rush, he dropped his homework assignment. He did not stop to pick up his assignment because he decided to call his friend Kurt when he got home and ask him for the assignment.

What is the action here? Is this action a working behavior _________ or a not working behavior _________?

2.Sara has perfect attendance in school. As a reward, she received pizza for lunch. When her teacher asked her to tell the class what time she gets up
every morning to make sure she gets to school on time, she replied "I don't know, my mother wakes me up."

What is the action here? Is this action a working behavior _________ or a not working behavior _________?

3.Darius gets paid a weekly allowance for performing chores, like taking out the trash and washing the dishes. He likes to watch television after he finishes his daily chores and completes his homework.

What is the action here? Is this action a working behavior _________ or a not working behavior _________?

4.Alice has many friends, so she is often able to get closer to the front of the lunch line because someone will "save her a space." One day, several students complained to her that she was not being fair. She smiled at them and said "sorry" but kept her place in line.

What is the action here? Is this action a working behavior _________ or a not working behavior _________?

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.05 Identify among attitudes, beliefs, and behaviors that lead to successful learning.

8

Students observe experientially the impact of attitudes and behaviors on teamwork.

List of SCANS, 3X5 index cards

TEACHER:

• Divide students into teams of five.
• Choose one student from each team to be an observer.
• Explain to the observers, alone, that they are to observe how their team members criticize others and keep a record of how many times someone on the team says or does something that might be construed as criticism and whether it is negative or positive.
• One way to do this would be to divide the index card in half and to write "Positive" or "Negative" across the tops.
• For each instance of criticism, put a small line in the appropriate box.
• Hand out index cards to the teams with ideas for brainstorming. Ask them to fill the index card with their list. Allow about five minutes. Suggested topics:
  List all the places you have been to in the State.
  List all of the activities you could do on a weekend.
  List the names of all your friends.
  List all your favorite TV shows.
• Call time and have the teams count their ideas. Have the team with the greatest number of ideas read the list to the class.
• Then have the observer report the number of positive and negative comments observed.
• Allow the other observers to do the same for their teams.
• Lead a discussion of the importance of curtailing criticism when working in groups.
• Have students brainstorm ways that attitudes affect team projects.
• How does attitude generally affect completing a school assignment?
• What are some ways to handle criticism in an effective, positive manner?
• Handout "Skills for An Effective Learner."
• Ask students to brainstorm in their groups and indicate which of these skills they practiced in this activity.

Provide resources to teacher. Assist with the activity.
Provide small group guidance for students seeking improvement in behavior and/or attitude.

A school partner from a local business or chamber of commerce could discuss the interpersonal skills required in the workplace.

Students participate in activity. Students can use and receive constructive criticism during a team project.

SKILLS FOR BEING AN EFFECTIVE LEARNER

SPEAKING:

LISTENING:

TEAMWORK:

SELF-MANAGEMENT:

BRAINSTORMING:

VISUALIZATION:

COMMUNICATING:

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.06 Develop time management and task management skills.

8

Students will improve study skills and grades through practicing self-management techniques.

This activity has added value when the teacher and counselor can co-lead it.

• Introduce the purpose and concept of study skills. Ask if anyone has ever been "bummed out" because he/she studied hard for a test, but still got a lower grade than expected? How did that affect them? Did they study harder or just give up? Discuss the following tips for managing time for study:
  1. The time to worry about grades isn't right before you get your report card Why? When?
  2. Know your strengths and weaknesses in terms of studying, and spend more time on subjects that are hard for you. Also, study your hardest subjects first while your mind is most alert.
  3. Teachers are your greatest resource – go to them:
• As soon as you have a problem you don't understand.
• Before a test if you are confused.
• After a test.
  4. Ask questions in class.
  5. Get a tutor.
  6. Set realistic goals in terms of grades and stick to them. If you are good in English, decide to make an A. If science is difficult, perhaps set your goal as a C, if this is the absolute best you can do for now.
  7. Check your notebook with a friend's to see if you have missed anything.
  8. If you can stay on task by studying with someone, do so.
  9. Make up possible test questions and answer them.
  10. Don't wait until the last minute to study for a test.
  11. Get an appropriate amount of sleep and eat breakfast.

Assist your child in budgeting time for important projects. Make sure he/she has a place to study.

Students can budget time for short and long term projects/assignments.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.07 Demonstrate how effort and persistence positively affect learning.

6

Students learn how persistence affects learning.

1. The leader of this lesson should be proficient in a line dance (e.g., Macrena, Hustle, Electric Slide) and have the ability to teach it to the class.
2. Arrange the classroom so that students can move freely. Teach the class the dance moves until each student is proficient.
3. Process the activity by requesting students discuss their changing feelings as they became more proficient as a dancer (ex. frustration to confidence)
4. Assist the students in discussing how persistence with school work can result in the same positive feelings as did mastering dance.

TEACHER: Lead the activity, if applicable, or monitor the class. Continue to use the learning outcomes in later class assignments and/or discussions.

Lead the activity, if applicable, or consult with classroom teacher and/or parents. Continue to use the learning outcomes in later counseling sessions.

PARENT: Discuss the activity and learning outcomes with the child. Seek further assistance, if applicable, from the school counselor.

COMMUNITY: Support the school and child in completing the activity, if applicable.

Students ability to complete the exercise and transfer the learning outcomes to later exercises.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.07 Demonstrate how effort and persistence positively affect learning.

7

Students will practice developing goal statements.

TEACHER:

• Introduce the lesson by discussing the planning process with students.
• Planning is a way of getting to a goal, something you want to achieve in the future. Getting to a goal is accomplished sometimes in small steps or tasks.
• Have students think about an achievement goal they wish to reach.
• Write on the Board an example such as
  Steps to Improving My Math
  GRADE:
  1. Talk to my teacher
  2. Do my homework assignments
  3. Ask questions in class
  4. Study every night
  5. Get a tutor
  6. Get extra help
  7. Give up some free time to study
• Ask students to write at the top of a page Steps to Reaching My Goals
• Next , write a goal statement related to improved achievement.
• Students write down and number every step they can think would be helpful in trying to reach the goal. There may be as many as ten or more small steps/tasks.
• Ask students to keep the Goal Statement in their portfolio until the next report cards are distributed.
• Have students review their goal statements after one grading period has passed.
• What steps were actually taken?
• Did students achieve their goal?
• What lessons can be learned about effort? What did the students give up? Sacrifice? Was it worth it?

This activity can be initiated by the counselor and completed by the teacher after the grading period has ended.

PARENT: Help your child make lists for events, tests, assignments that are important. Emphasize how planning contributes to success. When things go badly, do the same again.

COMMUNITY: Invite an events planner to discuss long-term planning procedures.

Student is able to develop planning steps for achieving a goal.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.08 Indicate when and how to ask for help.

6

Students develop scenarios for seeking help from adults.

RESOURCES: newsprint, colored markers

TEACHER: Have procedures in place for students to refer themselves to adults in the school offering assistance (counselor, social worker, career development counselor, vocational rehabilitation specialist, psychologist, special education teacher, assistant principal).

• Develop written procedures for students to access individual and/or group counseling.
• Discuss with students the different adults in the school who can help students with various needs.
• Develop an activity around a "Dear Abby" letter from a student seeking help.
• Students in small groups discuss a response to the letter(s) and reach a consensus about the different ways the student in the letter could access help.
• Each group writes their ideas/scenarios on one worksheet in a different colored marker. Each group adds only those ideas which are new.
• Role play one or two of the scenarios/suggestions.
• Have students reflect on what they learned.
• Remind students of when it is important to ask for help.

Communicate with your child's school staff. Know who your child's counselor is and what kinds of information are available through the counseling center. Talk to your child about seeking help for concerns. Model for your child information seeking strategies with school staff.

Have available in the counseling center various sources of information about self-help agencies and referral procedures for students and families.

Students know their counselor and procedure for seeking help.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.09 Apply knowledge of learning styles to school performance.

7

Students will "experience" different learning styles to explore their preferred mode of learning.

1. Explain to the class the difference between "visual (sight)" learners and "auditory (sound)" learners. Tell the class that by the end of the lesson, they will know more about how they learn.
2. Read out loud the passage, "My Life as a Model." Read aloud the corresponding questions and ask students to write their answers.
3. Provide each student with a print copy of the passage and ask them to review their previously recorded answers and make any desired changes.
4. Read aloud the correct answers and ask the students to note how many they answered correctly after hearing the passage as opposed to how many they answered correctly after reading the passage.
5. Process the exercise by assisting students in reflecting upon situations in which their learning style benefited them.

Lead the activity, if applicable, or monitor the class. Continue to use the learning outcomes in later class assignments and/or discussions.

Lead the activity, if applicable, or consult with classroom teacher and/or parents. Continue to use the learning outcomes in later counseling sessions.

PARENT: Discuss the activity and learning outcomes with the child. Seek further assistance, if applicable, from the school counselor.

COMMUNITY: Support school and child in completing the activity, if applicable.

Students ability to complete the exercise and transfer the learning outcomes to later exercises.

MY LIFE AS A MODEL

My life as model is not as glamorous as most people believe. Sure, I get to wear expensive clothes, act in television commercials, and pose for photographers but I also have many long days, work with many demanding people, and wear some strange clothes. For example, some jobs will last one hour, while some other jobs will last several hours for several days. I have also had to learn to take rejection as some interviewers are highly critical. Finally, I have had to model huge coats under bright studio lights and pose wearing a bathing suit in the middle of winter.

People often ask me how I became a model. I took classes in dancing and modeling techniques as a teenager. At age 14, I began modeling for a department store catalog and eventually landed an agent who now arranges most of my photo shoots. The pay can vary greatly. I earned about $10 an hour when modeling for the store catalog and now, after 5 years, I earn almost $50,000.

People also often ask me what I like best about modeling. I'd have to say that the best part of modeling is the traveling and meeting new people. I have visited many countries and have met many celebrities. The career opportunities for models are also good. Next year, I will be making several guest appearances on TV shows. Overall, I'd say that modeling has been a good career choice for me.

Questions:

1. The main theme of this story is that…
(answer: modeling can be both a rewarding and challenging career)
2. A good way to start a modeling career is to…
(answer: take modeling classes/start with catalog work)
3. A characteristic of a model is an ability to…
(answer: take criticism/work long hours/wear a variety of clothes
4. Some advantages of being a model are….
(answer: traveling/meeting people/other career opportunities)

001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.09 Apply knowledge of learning styles to school performance.

8

Students will explore the Holland personality codes and apply that information to areas of interest.

Handout # 1 What is Your Personality? Handout # 2 Holland Personality Codes Descriptions

TEACHER:

• Introduce students to the lesson with discussion of ways personality and attitudes affect our preferred learning style.
• "Your personality and attitudes are the two most important factors that determine your happiness and success in school and beyond. As you complete this activity, think about your feelings and actions in different situations. How do you interact with people at school, at home and in your world? How do you make decisions or take in new information? What situations do you like and dislike? Figure out what is true about you most of the time.
• Students complete Handout #1 What is Your Personality?
• Divide students into groups depending upon the number of blocks checked under three codes. Example: Group 1: (RIE) Group 2: SCA). Pass out Handout # 2 Holland Personality Codes Descriptions.
• Ask students to read the description of the three areas silently first.
• Next, have students discuss common interests, including favorite school subjects, hobbies, and preferred way of studying and learning.
• Process with students what they learned from the activity. What does the information provide that might help them with their achievement goals?

Serve as a resource/partner to teacher with the activity. Conduct a learning styles/personality inventory workshop for faculty and staff.

Provide information to parents about the school assessment program, including individual interest or personality inventories that students take. Provide assistance in interpretation.

Ask an employer to discuss common types of personality tests for new employees. What do they reveal? What is their importance? What are employers looking for in the results?

Students can explore learning styles and apply the information to their achievement goals.

WHAT IS YOUR PERSONALITY?

Evaluate who you really are now. Be honest about your thoughts and feelings, your attitudes and your behaviors. If you do not know a word, ask your teacher or counselor to explain it.

Step # 1 Put a Check mark in the block(s) to show each personality trait that applies to you.

Personal Qualities and Characteristics

Realistic	Investigative	Artistic
Practical	Analytical	Emotional
Athletic	Intellectual	Reflective
Honest	Logical	Imaginative
Good with machines	Precise	Resourceful
Stable	Questioning	Open to new ideas
Independent	Curious	Creative
Quiet	Scientific	Rely on instinct
Persistent	Observant	Expressive
Self-controlled	Cautious	Inventive
Organized	Scholarly	Sensitive
Social	Enterprising	Conventional
Generous	Popular	Sensible
Friendly	Tough	Orderly
Patient	Persuasive	Detail-oriented
Easy-going	Assertive	Efficient
Kind	Competitive	Structured
Honest	Motivated	Accurate
Outgoing	Adventurous	Consistent
Understanding	Act on a whim	Dependable
Cooperative	Ambitious	Follow rules
Helpful	Energetic	Careful

Step # 2: Circle the top five qualities that best describe you. What examples can you give of how you show these qualities?

Step # 3: Talk these over within your group and with your family. Do they agree with your assessment?_____________________________________________

THE HOLLAND PERSONALITY CODES: A DESCRIPTION

The areas listed below were developed by Dr. John Holland, who loosely classified people's personalities and their preferred learning and working environments into six different groups:

REALISTIC People who like activities that are practical and concrete. They like to work outdoors and to work with tools and machines using their physical skills. They often seek work relating to nature and the outdoors, mechanics, construction or military service.

INVESTIGATIVE people who enjoy scientific and intellectual pursuits. They enjoy gathering information, uncovering new facts or theories and analyzing and interpreting data. They often seek work relating to academic research, medical facilities, or computer-related industries.

ARTISTIC People who value beauty and like opportunities for self-expression. They prefer unstructured and flexible environments. They often seek work relating to art, music, drama, writing, or work in libraries or museums.

SOCIAL People who enjoy working with people to inform, help, train or develop them in some way. They enjoy working in groups and sharing responsibilities. They are good communicators. They like to solve problems through discussions of feelings and interactions with others. They often seek work relating to education, counseling or recreation.

ENTERPRISING People who enjoy influencing, leading, or managing others for organizational goals or economic success. They enjoy persuading others to their viewpoint and prefer projects where they can assume leadership. They often seek work relating to business management, sales or politics.

CONVENTIONAL people who enjoy structured activities requiring attention to accuracy and detail, often associated with office work. They enjoy working for large organizations and are comfortable with an established chain of command. They often seek work relating to financial institutions, accounting firms or other large business.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.10 Take responsibility for actions.

8

Through the study of biographies students will show understanding of self-discipline and responsibility as important characteristics of citizenship.

Literature, historical biographies

In language arts or social studies assign students to read about a person with historical significance or an historical event.
Discussion:

• How do the people we are studying relate to each other? What makes you know that they did or did not get along?
• How do you and your friends and family get along with each other? What do you do to resolve conflicts?
• How might the history we are studying have been different if the people had chosen to act irresponsibly?
• How would irresponsible behaviors on your part affect your family, friends?
• How did the people we are studying show responsibility to the community?
• What happens to a community's resources, such as parks and rivers, if the citizens choose to ignore their responsibilities?
• What is your personal responsibility toward your family, school and community?

• Promote the modeling and teaching of character throughout the school. Offer small groups to students who need assistance in developing more responsibility.
• Promote good citizenship throughout the school.
• Engage students in service projects in the community.

Recognize responsible behavior at home. Give students opportunities to be responsible.

COMMUNITY: Promote service projects within the community.

Low discipline referrals.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.11 Demonstrate the ability to work independently and cooperatively.

7

Students will explore the benefit of effective communication skills as they move from independent work to teamwork.

Drawing transparency, large poster paper or newsprint, pencils

TEACHER:

• Divide the class into teams of four. Arrange the teams so that they are facing each other.
• Give each group a sheet of poster paper or newsprint and explain that the team's task is to look at a drawing and duplicate it on the poster paper. They will have only 30 seconds to look at the original drawing. Give them time to discuss their approach (and divide among themselves if they so choose). Once the overhead is turned on, they are not to communicate in any way.
• Place the transparency on the overhead and let the students look at it for 30 seconds. They should begin duplicating it as soon as you turn off the overhead. Remind them they are not to talk or communicate. Give them about 5 minutes to draw by taking turns. Each team member draws on the page for 30 seconds, then hands the paper to the student on his right. Once the drawings are close to completion, allow them about 3 more minutes to discuss the drawing and make changes.
• Turn the overhead back on for 10 seconds and give them another 3 minutes to discuss the drawing and make changes.
• Discuss the outcomes of the drawing, allowing teams to present their drawings to the class or tape them to the wall.
• Discuss/review the skills they used to communicate effectively with each other helping students relate the activity to cooperation.

Assist with the activity. Offer small group guidance sessions on different topics to build supportive relationships among students.

Model effective communication skills. Support your child in developing independent learning skills. Support team involvement.

Students can work independently and as a team member on a project.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.11 Demonstrate the ability to work independently and cooperatively.

7

Students learn definitions of terms that will be used during the year independently and in group work.

1. Assign each student a term (e.g., occupation, work, job, employment, leisure).
2. Divide the class into several groups. Provide each group one dictionary. Instruct the students to find the definition of their word. Hint: Allow the groups to decide how to complete the assignment without further instruction.
3. Request each student to read the definition of his or her assigned term.
4. Ask each group to report how they completed the assignment. Assist the class in discovering which student behaviors helped with or hindered with the completion of the exercise.

Lead the activity, if applicable, or monitor the class. Continue to use the learning outcomes in later class assignments and/or discussions.

Lead the activity, if applicable, or consult with classroom teacher and/or parents. Continue to use the learning outcomes in later counseling sessions.

Discuss the activity and learning outcomes with the child. Seek further assistance, if applicable, from the school counselor.

Support school and child in completing the activity, if applicable.

Students ability to complete the exercise and transfer the learning outcomes to later exercises (i.e., vocabulary test).

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.12 Develop an awareness of personal interests, skills, motivations and abilities

6

Students will compile information from various sources related to personal interests and locate educational institutions that offer training in those areas.

RESOURCES: NC Mentor, NC Careers, Career Explorer, monster.com, www.jobshadow.org

Set the stage for exploration by asking students these questions:

1. What career do you think you might follow when you are an adult?
2. Why does that career interest you?
3. If we cannot be sure what careers will be needed, how can we best prepare ourselves?
4. Can you imagine a new career that will be important in the year 2012, that does not exist now?
5. Can you think of a career now in existence that might disappear by the year 2010?

Schedule students into a technology lab with Internet access.

• Students will use the list generated previously on careers they would like to explore.
• Have students research the education, training and other requirements for entry into that career by accessing NC Mentor, NC Careers, or Career Explorer.
• Have students locate information about someone who is presently in the career.
• Have students locate the state educational institutions that offer training and education in the interest areas.
• Have students compile information about the careers, training and state institutions in a chart form.

Support your child's changing and developing interests.

COMMUNITY: Help keep the public informed about free web sites such as: NC Mentor.org, NC Careers.org, CFNC.org

Students can access and use information from a variety of resources to explore their interests.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.13 Demonstrate dependability, productivity, and initiative

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Students work independently to photograph their parent or other adult at work; write captions for the photos and through teamwork produce career books for younger students.

http://www.kodak.com/cluster/global/en/consumer/education/lessonPlans/lessonPlan014.shtml

• Prior to the lesson, expose students to various examples of careers through guest speakers, job fairs, job shadowing, interviews by students, and job dress up day.
• Introduce students to the basics of photography, including hands-on practice with an empty camera.

TEACHER:

• Students photograph their parents on the job, focusing on the place of work, tools and equipment, goods or services produced, and how school subjects relate to the job. (Be sure that homemaker is included as work).
• The student and the adult then work together to write captions for the photos.
• The books can be read to younger students.
• The books remain a permanent part of the school library for younger students.

Participate in the project. Volunteer to talk to the class about your job/career.

COMMUNITY: Allow parents to be photographed on the job.

Students will work independently and in a team to complete a project.

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001.00 Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.

001.14 Communicate knowledge

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Students will share their hobbies as a way of relating career interests to the hobbies.

TEACHER:

• Discuss the idea of a hobby. Ask students to give examples of hobbies and why some people have hobbies.
• Ask students to plan a "hobby fair" in which classmates display products related to their hobbies and give a short demonstration/report.
• Each student should display an occupation that might be related to that particular hobby.
• Students can list additional occupations related to each hobby.
• Start a hobby club.

Invite parents to participate.

Participate in activity. Share hobbies. Offer friendship groups.

Students are able to share their hobby interest.

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002.00 Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options.

002.01 Demonstrate the motivation to achieve individual potential.

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This lesson is designed to solidify values. Students will participate in an auction of dreams and will discuss their choices.

RESOURCES: Play $100.00 bills. Auction list. The Real Game, available through SOICC, is a resource for more experiential activities for grades 6-8.

• Discuss with the class about what things students give the greatest effort. Make the point that often we try harder when we care a
  great deal about something.
• Develop an auction list handout based on what students say they want in their futures. The list should include careers and values.
• Add to the following examples:
  "to be a famous rock star" " to have a family"
  "to be extremely smart" " to live comfortably"
  "to play for the NBA" " to have a boat"
• The items will be auctioned off to students one at a time. All bids must be in increments of $100.00. Items will go to the highest bidder.
• Have a student be the auctioneer and auction off each item.
• The activity is designed to show a person's values and goals.
• Discuss with students the things on which they were willing to bid and their strategies for obtaining them. Does where you spend your money give us an idea of what we think is important?
  • Why did some of the items sell for more than others?
  • What does the auction tell us about the value people place on different things in life?
  • Why didn't everyone want the same thing?
  • Were any items not bid upon? Why?
  • How did you feel if you had money left at the end of the auction?

Works individually and in small group counseling with students who are not motivated to succeed. Serves as a resource to teacher for auction list, play money.

Discuss with your child monthly expenses. Explain how they reflect the things important in the family.

Students can identify values of importance to them.

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002.00 Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options.

002.02 Communicate critical thinking skills.

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Students will identify items acquired as a successful decision or mistaken decision. Students will reason out why the decision was initially made.

Assign students the task of bringing to class for this lesson a picture they drew, a photo or an item they value. One of the items should be one that either broke quickly or was used up quickly. The other item should be at least six months old and still enjoyed by the student.

• Talk to students about decision-making. Provide a decision-making model to students.
• Have students rate their decision to acquire the particular items that they brought to school as a good decision or a poor decision.
• Have students reason in small groups about why they acquired each item.
• Create a class list from each group of reasons why purchases/acquisitions were made.
• Have students describe what they can learn from listening and thinking about the reasons listed.

Help your child make lists of advantages and disadvantages to a choice they are facing. Provide your child with opportunities to practice decision-making skills.

Community leaders will publicize the points that lead to decisions that affect students' lives such as maintaining a playground or financing sports leagues within the community. Have the visitor list the advantages/disadvantages, pros/cons and outline the steps in the decision-making process.

Students are able to use a decision-making model to determine a course of action.

DECISION-MAKING MODEL
STEPS TASK

1. Define the Problem State the problem clearly and accurately.
2. Identify the Alternative Read newspapers and magazines.
   Ask other people for their ideas.
   Make a list of alternatives.
3. Study the alternatives Identify risks and benefits.
   Look at short-term and long-term outcomes.
4. Apply Decision-Aids Judgment
   Interviews
   Discussions
   An Evaluation of Possible Effects
   Scenario Writing, Role Playing
5. Make a Decision Choose one of the alternatives.
6. Carry Out the Decision Put the decision into action.

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002.00 Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options.

002.03 Apply study skills necessary for academic success.

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Students will reduce test anxiety and improve test preparation through the SQ3R Study Method.

SQ3R Study Skills Technique handouts.

This activity is best done jointly. The counselor can discuss test anxiety coping skills.

• Has anyone ever walked into a classroom to take a test and felt unprepared for it?
• Has anyone forgotten everything when a test has been placed in front of them?
• There are primarily two reasons for these reactions: Inadequate preparation and test anxiety.
• Why do teachers give tests? What must you do to understand the material? (Keep up with assignments, pay attention, review)
• What is the best method of studying? There are many ways. Today I want to share with you one that is easy to remember – the SQ3R Technique.
• Pass out the SQ3R Study Skills Technique handout to each student and review it with students.
• This study technique is especially good for learning material in your textbooks. Whenever you have an assignment to read something for any class, apply the SQ3R method. You will understand and remember more of the material you read.
• Have students try the technique on an assignment of their choice and share the experience with the class the following day.

• Follow up with students who have difficulty with test anxiety - or who cannot apply the technique.
• Offer small groups on being successful in middle school.
• Consult with teacher and parents about students who need special help with test anxiety.

Reinforce the SQ3R study method at home.

Students can apply the SQ3R Study Technique.

SQ3 R - STUDY TECHNIQUE

S= Survey
Briefly look over the material you have to study. Read all the titles and subtitles. Look at the pictures, diagrams, and maps if there are any.

If the selection is short, read the first sentence of each paragraph. If the selection is only one paragraph, read the first and last sentences.

Q= Question
Write down some questions that your survey brought to mind. Think of questions that you expect the selection to answer.

Or, if questions have already been written, read through them carefully.

1st R= Read
Read the selection through carefully. As you read, notice the answers to the questions you wrote down (or the questions that were already written).

2nd R= Recite
After you have finished reading, answer the questions. You may look back at the material whenever necessary.

3rd R= Review
Briefly look back through the selection and remind yourself of the important points. This would be a good time to proofread your paper for accuracy while comparing your answers to the selection read.

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